Accessible cell phone design: development and application of a needs analysis framework

Smith‐Jackson, Tonya L.; Nussbaum, Maury A.; Mooney, Aaron

doi:10.1080/0963828031000071732

Cited by 35 publications

(20 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In their study, 68% of the participants reported that they considered a large, easy-to-see display to be an important feature on an electronic organizer, and 57% reported that being able to use the electronic organizer with a larger screen was an important feature for them. These results support those of Smith-Jackson, Nussbaum, and Mooney (2003), who referenced cell phone usability studies that found small screens made the devices difficult to use. Stock, Davies, Davies, and Wehmeyer (2006) also recognized the potential limitations of PDAs with small screens.…”

supporting

confidence: 91%

Comparison of Task Performance by Students with Autism and Moderate Intellectual Disabilities When Presenting Video Models on Large and Small Screen Sizes

Mechling

Youhouse

2012

J Spec Educ Technol

View full text Add to dashboard Cite

This investigation compared the ability of students with disabilities to complete fine motor tasks when presented with video models on a small personal digital assistant (PDA) screen and a traditional computer laptop screen. Two groups of elementary age students participated in the study: four with moderate intellectual disabilities (Moderate ID), and four with autism spectrum disorders (ASD). An adapted alternating treatments design with extended baseline, comparison, and final treatment condition was used to compare performance across the two screen sizes. Overall results suggest that students with ASD may perform equally as well, regardless of screen size, while some students with Moderate ID may need a larger screen size in order to perform fine motor tasks using video models. Results further indicate that individual differences occurred across some of the students (two of the four students with Moderate ID performed better when using the smaller screen) and that task requirements may have influenced performance (more errors occurred with tasks that may have presented greater cognitive challenges to students).

show abstract

supporting

confidence: 91%

Comparison of Task Performance by Students with Autism and Moderate Intellectual Disabilities When Presenting Video Models on Large and Small Screen Sizes

Mechling

Youhouse

2012

J Spec Educ Technol

View full text Add to dashboard Cite

show abstract

“…Frequencies were recorded for each code. The Needs Analysis and Requirements Acquisition [8] steps were used to support a systematic requirements analysis process. All the requirements were categorized and mapped into design guidelines driven by usability, accessibility and cultural preferences.…”

Section: Discussionmentioning

confidence: 99%

“…This paper presents an overview of a user-centered approach to the requirements analysis and evaluation in the design of a portable device with accessibility software. Requirements analyses using the Needs Analysis and Requirements Acquisition (NARA) method [8] lead to a summary of design recommendations specific to the interface evaluated.…”

Section: Introductionmentioning

confidence: 99%

Usability and accessibility issues in the localization of assistive technology

Jhangiani

2006

Proceedings of the 8th International ACM SIGACCESS Conference on Computers and Accessibility

View full text Add to dashboard Cite

People with disabilities are faced with several barriers to computer usage. Various companies provide assistive software that makes computer usage possible for the population with disabilities. While increased awareness of disability issues has resulted in the formulation of guidelines for developing accessible software, such guidelines do not guarantee that the end product will be optimal for a person with a disability [5]. During localization of software it is important to understand the needs and requirements and target culture of users, which is beyond mere translation of the interface language. This project was carried out to provide broad design guidelines which are driven by usability and accessibility issues that were uncovered during the evaluation of an assistive technology software package.

show abstract

“…This finding has previously been reported in the literature as a barrier to mobile phone use for older users 29 and people with visual and upper limb impairments. 16 A mobile phone' s texting feature was viewed as a facilitator to mobile phone use and to social participation. A desire to use texting was clearly expressed by participants with limited spoken output.…”

Section: Discussionmentioning

confidence: 99%

“…11 In another investigation, individuals with visual or upper limb impairments identified several facilitators to mobile phone use such as having product information in different media formats and mobile phones with limited features. 16 In addition to these studies involving mobile phone use, a few studies have identified some barriers to general telephone use in people with aphasia. For example, Ashton et al 15 found that using a phone to book a taxi was a barrier to public transport use for people with aphasia, while Howe, Worrall, and Hickson 14 reported that recorded telephone messages were a barrier to community participation for individuals with aphasia.…”

mentioning

confidence: 99%

Barriers and Facilitators to Mobile Phone Use for People with Aphasia

Greig

Harper

Hirst

et al. 2008

Topics in Stroke Rehabilitation

View full text Add to dashboard Cite

Purpose: Mobile phone use increases social participation. People with the communication disorder of aphasia are disadvantaged in the use of information and communication technology such as mobile phones and are reported to be more socially isolated than their peers. The World Health Organization's International Classification of Functioning, Disability and Health provides a framework to address the impact of environmental factors on individual participation. The aim of this preliminary study was to identify the barriers and facilitators to mobile phone use for people with aphasia. Method: A qualitative descriptive study involving two phases was conducted: (1) semi-structured interviews with 6 individuals with aphasia who owned or expressed a desire to own a mobile phone; (2) structured observations of key scenarios identified in the interviews of 3 participants who were sampled from the interview study. Results: Results identified 18 barriers and 9 facilitators to mobile phone use. Key barriers and facilitators were identified in the areas of design and features, written support and training, and communicative partners. Conclusion: Mobile phone use can be problematic for people with aphasia. Intervention needs to address the barriers and utilise the facilitators to mobile phone use for this population. Further research is required to inform policy and intervention programs to ensure that people with aphasia have access to this technology.

show abstract

Accessible cell phone design: development and application of a needs analysis framework

Abstract: The study demonstrated that NARA is both a straight-forward and cost-effective method to develop user requirements and can be used throughout the development cycle.

Cited by 35 publications

References 18 publications

Comparison of Task Performance by Students with Autism and Moderate Intellectual Disabilities When Presenting Video Models on Large and Small Screen Sizes

Comparison of Task Performance by Students with Autism and Moderate Intellectual Disabilities When Presenting Video Models on Large and Small Screen Sizes

Usability and accessibility issues in the localization of assistive technology

Barriers and Facilitators to Mobile Phone Use for People with Aphasia

Contact Info

Product

Resources

About